CASAS ELC AAP - AAP Detail

General Information

All students can participate in EL Civics instruction and assessment. However, only ESL students in WIOA II EL Civics education programs can earn payment points for passing COAAP assessments. ABE, ASE, and CTE students can earn CAEP Immigrant Integration Indicator (I3) outcome for CAEP but not payment points for WIOA II. Please see Successful Implementation of COAAPs for CAEP Agencies for a crosswalk for ABE/ASE/CTE student placement into ESL COAAP instructional levels.
Civic Objective#:	18	Program Year:	2025-2026
Civic Objective:	Access services in the community available to senior citizens.
TOPSpro Form #:	185C	AAP #:	18.5
Assessment Type:	Written, Role Play
Level Range
From:	Beginning Low	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	*Identify common needs of senior citizens.
3	*Identify senior care services (e.g. activity centers, hospitals, adult daycare centers, nursing homes, rehabilitation centers, assisted living or long-term care facilities, etc.) in the community.
4	*Identify information about agencies that provide services for seniors (e.g. Department of Social Services, activity centers, hospitals, adult daycare centers, nursing homes, rehabilitation centers, assisted living or long-term care facilities, etc.).
5	*Identify eligibility requirements for senior citizens' services (e.g., meals on wheels, subsidized housing, Medicare, handicapped parking, etc.).
7	Compare care options/facilities for seniors in the community including costs, ratings, services, amenities, etc.

Additional Assessment Plan Tasks

Task: 1

Description:	Identify Agencies that Assist Senior Citizens Given level-appropriate resources such as the internet, or simplified resources (BL-BH only), student will complete a chart for a level-appropriate number of agencies (e.g. BL=4, BH-IL=6, IH-A=8) that meet senior citizens’ needs such as meals, health care, prescriptions, shopping assistance, transportation, etc. Assessor will assign categories of level appropriate information about the agencies for student to enter such as location, phone number, hours, and description of services, etc. Optimally, the chart will be created on a computer and sent to the assessor electronically.
Points Possible:	14	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content
90% of the items assigned to the Intermediate Low-Advanced level students are correct	12
80% of the items assigned to the Intermediate Low-Advanced level students are correct	10
70% of the items assigned to the Intermediate Low-Advanced level students are correct	8
80% of the items assigned to the Beginning Low- Beginning High level students are correct	6
70% of the items assigned to the Beginning Low- Beginning High level students are correct	4
Less than 70% of the items assigned to the Beginning Low-Advanced level students are correct	0
Legibility, Neatness, and Spelling
Neat and legible. Spelling errors do not interfere with meaning	2
Not neat or legible or spelling errors interfere with meaning.	0

Task: 2

Description:	Request Information from a Senior Service Facility Content A (8 items, 16 pts possible) Given a scenario or picture prompt about a senior citizen friend or relative, student will, in a role play, contact assessor in the role of Senior Citizen Service Facility personnel and participate in up to 8 interactions (BL=5, BH=6, IL=7, IH-A=8) to get information about the facility, services it provides and eligibility etc. such as: 1. Greet and identify self. 2. Identify senior citizen's needs. 3-7. Ask up to 5 questions (BL=2, BH=3, IL=4, IH-A=5) 8. Close conversation. Example Questions: 1. What are your hours? 2. Which seniors are eligible for services? 3. How often can a senior attend? 4. What activities are available? 5. Do you offer meals? 6. What is the cost for services? 7. Do you provide transportation? 8. Do you provide excursions (outings, shopping trips???) 9. Is there a doctor or nurse at your facility? Content B (3 items, 6 points possible) Student will use clarification techniques as needed in order to comprehend the assessor's answers. Student (IL-A) will take notes on the assessor’s answers if necessary. Student (BL-BH) may take notes or use an assessor pre-prepared aid such as a checklist, if necessary. After the role play, the assessor will check the student’s comprehension of the information acquired. This can be in done in a variety of ways such as: by asking 3 comprehension questions (BL=1, BH-IL=2, IH-A=3) which student will answer orally or in writing.
Points Possible:	22	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Utterance is appropriate, clear, complete, and has correct content. There may be errors but they do not interfere with meaning.	2
Utterance is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the utterance can be understood with inference.	1
Utterance is inappropriate, incomprehensible, or incorrect, or there is no utterance.	0
Content B
Utterance has correct content.	2
Utterance is incorrect or there is no answer.	0

Rating Scale/Passing Scores

Total Points Possible:	36
Advanced:	32
Intermediate High:	28
Intermediate Low:	22
Beginning High:	15
Beginning Low:	10